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Journal on English as a Foreign Language (JEFL)
  • http://e-journal.iain-palangkaraya.ac.id/index.php
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Published by Institut Agama Islam Negeri Palangka Raya
ISSN : 20881657     EISSN : 25026615     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
Journal on English as a Foreign Language (JEFL) is an open access academic, scholarly peer-reviewed journal and follows a double blind review policy. The Journal is scheduled for publication biannually, in March and September, with the first issue to appear in March 2011. This Journal has been indexed on DOAJ since 2016 and accredited “Sinta 3” as a scientific journal under the Directorate General of Research Enhancement and Development, Ministry of Research, Technology, and Higher Education since 2017.
Arjuna Subject : -
Articles 500 Documents
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Investigating EFL lecturers’ perceived and demonstrated TPACK competence in online and blended language teaching Arriyani, Nurfisi; Hartono, Rudi; Fitriati, Sri Wuli; Pratama, Hendi
Journal on English as a Foreign Language Vol 15 No 2 (2025): Issued in September 2025
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v15i2.10078

Abstract

In response to the shift to online instruction, English language lecturers in Indonesian higher education are expected to integrate digital tools that embody technological, pedagogical, and content knowledge (TPACK). Prior studies often report only tool use frequency, neglecting whether such use advances language teaching goals. This study investigates Indonesian EFL lecturers’ perceived and demonstrated TPACK competence through their use of digital tools and instructional strategies in online English teaching. This convergent mixed-method study examined 59 EFL lecturers from universities across Java, Sumatera, and Sulawesi. Data were garnered from closed and open-ended questionnaires using digital tools. Quantitative analysis using SPSS showed relatively high perceived TPACK competence, with a mean score of 3.962 (SD = 0.826) on a five-point Likert scale measuring tool selection aligned with TPACK principles. Frequently used tools included WhatsApp and the campus Learning System, while Flipgrid and Google Docs were popular for speaking and writing. Thematic analysis revealed varying TPACK alignment; some lecturers deliberately integrated tools for pedagogy and content, whereas others selected technologies mainly for convenience or institutional constraints. Findings suggest that, despite widespread technology use, stronger pedagogical support and ongoing TPACK-focused professional development are essential for meaningful integration in Indonesia.
Exploring influential factors and strategies for addressing speech delay of a child with autism spectrum disorder (ASD) in English (L2) language acquisition Mufidah, Nida
Journal on English as a Foreign Language Vol 14 No 1 (2024): Issued in March 2024
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v14i1.6580

Abstract

Children with autism spectrum disorder (ASD) tend to exhibit a unique trajectory in the acquisition of language with some documented research. However, research investigating children with ASD in English (L2) language acquisition is limited, particularly in Indonesian ASD children. This research explores the factors that allowed this unanticipated foreign language acquisition, thereby causing delays in native speech, and investigates strategies that could help overcome the child's linguistic challenges. This case study research involved a six-year-old Indonesian ASD child experiencing early self-learning of English and speech delay in her native language. The data were garnered through observations, interviews, and field notes before being thematically analyzed. The results show that the internal factor of speech delay is prematurity, and the external influential factors are the high intensity of English language exposure through media, English daily interactions with family members, and the use of different first languages in the social environment. Successful strategies employed to acquire the child
Indonesian EFL teachers Muslimin, Afif Ikhwanul; Khan, Aslam
Journal on English as a Foreign Language Vol 14 No 1 (2024): Issued in March 2024
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v14i1.7286

Abstract

The implementation of differentiated curriculum (DC) in junior high schools has been gaining momentum in recent years as a means to address the diverse needs of students. However, more information about how English as a foreign language (EFL) teachers perceive this change is needed. This study explored English teachers' attitudes and factors that affected the introduction of DC in junior high schools. Data were collected through DC questionnaire administration and interviews using a mixed-method approach. The quantitative data were statistically analyzed using SPSS 23, while the qualitative data were thematically analyzed. The participants were the EFL teachers who actively participated in the MGMP (Musyawarah Guru Mata Pelajaran, or Subject Teacher Forum) of English Subject at the junior high school level in Batu City, East Java, Indonesia. The findings showed that all participants depicted a positive attitude toward DC implementation. However, they found some support needed from all related parties due to some challenges they met during their attempts to implement DC. This study suggests that EFL teachers' positive attitudes drive increased efforts in successfully implementing DC. However, identified challenges necessitate collaborative support from educators, administrators, and policymakers, including professional development and resource provision, for successful DC integration in EFL classrooms.
Indonesian university students Agustin, Santi; Wahyudi, Ribut
Journal on English as a Foreign Language Vol 14 No 1 (2024): Issued in March 2024
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v14i1.7817

Abstract

Despite the growing research on translanguaging, additional research is still needed, especially in the students
Does teacher computer technology use perceived from TPCK frameworks stimulate student achievement in English language learning? Rofiq, Annur; Widiati, Utami; Sulistyo, Teguh; Puspitasari, Yunita
Journal on English as a Foreign Language Vol 14 No 1 (2024): Issued in March 2024
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v14i1.7821

Abstract

Studies on the relationship between teacher use of ICT and student achievement have been numerous, but those involving other intervening variables, such as technological, pedagogical, and content knowledge (TPCK), are still limited. This study examined the relationships between the use of computer technology (CT) by Indonesian EFL teachers and student achievement, taking into account the TPCK frameworks. Explanatory correlation serves as the research design, as this study was intended to explain the associations among variables under study. Data on teachers
Emotional landscape of cultural diversity: A study of international students’ experiences Salim, Rahmawati; Rahmiatin, Titin; Nasrullah, Rahmat; Nurfaidah, Sitti; Tanghal, Analiza B.
Journal on English as a Foreign Language Vol 16 No 1 (2026): Issued in March 2026
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v16i1.10175

Abstract

Despite the growing trend in international student mobility, research on the emotional journeys of Indonesian students in this context remains limited. This phenomenological case study seeks to explore the emotional experiences of Indonesian students participating in the International Credit Transfer Program (ICT) under the Merdeka Belajar Kampus Merdeka (MBKM) program at the university in the Philippines. It analyzes how these students cope with emotional challenges and cultural adjustment during their five-month exchange. Data were collected through semi-structured interviews with six participants of the students of the ICT program purposively selected and then analyzed using thematic analysis. The interviews were transcribed verbatim in Indonesian and systematically coded to identify recurring emotional themes. Findings revealed various emotional transitions, ranging from initial excitement and anxiety to feelings of cultural enrichment and emotional growth by the end of the program. This study highlights the importance of emotional support and cultural integration in enhancing the experience of international students. It is recommended that host institutions implement structured support systems to promote student well-being. Further research is recommended to explore long-term emotional impacts and cross-cultural comparisons.
From words to action: Long-term changes in environmental literacy among EFL students Karmina, Sari; Hudaya, Salsabila Firda; Setyowati, Lestari; El Khoiri, Niamika; Shafie, Latisha Asmaak
Journal on English as a Foreign Language Vol 16 No 1 (2026): Issued in March 2026
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v16i1.10272

Abstract

While previous research has demonstrated positive short-term effects of such courses, few studies have examined changes sustained over an extended period, particularly in urban contexts facing ecological challenges. This study seeks to explore the long-term impact of integrating environmental topics into essay writing courses on EFL university students’ environmental literacy in Malang, Indonesia. Using a qualitative case study design, semi-structured interviews were conducted with ten students two years after they participated in the course. Thematic analysis revealed significant transformations across cognitive, affective, and behavioral dimensions. Students developed a deeper understanding of environmental issues, formed emotional connections to ecological concerns, and adopted sustainable practices in daily life. They also showed increased motivation to share environmental knowledge with their communities. These findings suggest that essay writing courses that incorporate environmental themes can foster meaningful, long-lasting changes in students’ attitudes and behaviors. This research contributes to the broader discourse on environmental education in EFL settings and highlights the potential of writing courses as a platform for cultivating environmental awareness and action.
From rejection to publication: A content analysis of reviewers’ feedback to strengthen research papers in English education Mali, Yustinus Calvin Gai
Journal on English as a Foreign Language Vol 16 No 1 (2026): Issued in March 2026
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v16i1.10358

Abstract

Academics need to publish research papers in scholarly journals successfully for various purposes. However, practical tips and tricks to help readers successfully publish their research in academic peer-reviewed journals, particularly in English education and teaching-related fields, remain limited. As a response, this study aims to present lessons learned from various journal reviewers on ways to substantially enhance a research paper so that it can be successfully published in a reputable academic journal, particularly in the English education and teaching-related fields. To meet the research objective and address the empirical gap in the literature, a qualitative content analysis was conducted on reviewers’ feedback from nine manuscript submissions (both accepted and declined) to SCOPUS (Q1 and Q2) and SINTA 2-indexed journals. The analysis results showed various lessons learned summarized in a checklist table, providing specific, actionable writing guidelines for each section of a paper, emphasizing clarity, coherence, detail, and argumentation. Main research implications regarding the importance of reviewers’ feedback for substantially enhancing a research paper and the essence of using the text deconstruction strategy in writing a quality, publishable research paper are discussed.
Understanding Saudi EFL teachers' technology integration experiences in university English instruction Al-Khasawneh, Fadi Maher; Alshawaf, Sahar Mohammed
Journal on English as a Foreign Language Vol 16 No 1 (2026): Issued in March 2026
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v16i1.10774

Abstract

Digital tools are increasingly available in higher education, yet meaningful integration depends on educators' acceptance and professional competencies. EFL teachers' lived experiences with technology integration remain underexplored in the literature. This case study investigates how Saudi EFL teachers integrate technology in English language teaching. Twelve EFL teachers at a Saudi university were purposively selected as participants. Data were collected through semi-structured interviews and were analyzed thematically. Results reveal that teachers used technology strategically to strengthen relationships and enhance traditional instruction, treating it as an engagement tool rather than a driver of fundamental pedagogical change. Their positive attitudes were constrained by interconnected barriers, including limited institutional access, inadequate training, and concerns about relevance and student capability. Technology integration thus emerges as a balancing act between teaching goals and real-world limitations. These findings suggest that effective technology integration requires holistic institutional support addressing both infrastructure and human development. Policymakers and academic leaders should prioritize targeted professional development programs and context-sensitive support systems to better equip EFL teachers in similar settings.
The language-mind interface in psycholinguistics: A systematic literature review and cross-disciplinary synthesis Hamuddin, Budianto; Natalia, Dessi; Ramadhani, Meutya Rizki; Ningrum, Fatma Setya; Yandra, Alexsander
Journal on English as a Foreign Language Vol 16 No 1 (2026): Issued in March 2026
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v16i1.9912

Abstract

While psycholinguistic research has advanced significantly, gaps persist in understanding how linguistic diversity, bilingualism, and socio-emotional factors influence cognitive mechanisms in language processing, particularly beyond monolingual and Western contexts. This study aims to address these gaps by conducting a systematic literature review of 24 peer-reviewed articles published between 2019 and 2024. Utilizing a structured analytical framework – PRISMA, the study synthesizes findings on the roles of working memory, executive functions, and neural structures in language acquisition and processing. The results highlight that bilingualism enhances executive control and cognitive flexibility, yet methodological inconsistencies and limited representation of non-Western linguistic contexts remain challenges. Additionally, the integration of neuroimaging, artificial intelligence, and interdisciplinary approaches is emphasized as a means to develop more comprehensive models of language cognition. The study has practical implications for bilingual education, language therapy, and AI-driven linguistic analysis, with broader contributions to cognitive science, language policy, and cross-cultural communication. By bridging linguistic, psychological, and neuroscientific perspectives, this research advances the field of psycholinguistics. It underscores the need for culturally adaptive, technology-integrated methodologies to inform education, healthcare, and global communication strategies.

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